Lee Ellen McCall
EDET 793
Instructional Multimedia Project
Design Proposal
February 7, 2011
The intended audience for my instructional multimedia project includes both students and instructors at the Aiken County Career and Technology Center, with the primary focus on the students. The goal of the project is to bridge the gap between the information taught in high school math classes and the practical application of these same principles in each skill area at the career center. After using my multimedia project, students should be able to: 1. match the goal of career curriculum standards with state high school math standards, 2. work mathematics problems side by side with similar career cluster problems, 3. match specific mathematics vocabulary with career vocabulary.
The need for this multimedia project comes from the National Research Center for Career and Technical Education’s Math-in-CTE Model which is illustrated as follows (NRCCTE):
The Math-in-CTE model is a curriculum integration model designed to enhance mathematics that is embedded in career and technical education (CTE) content. It is a process that provides the opportunity for math and CTE teacher teams to work together in communities of practice and to identify where math intersects with CTE concepts and applications. This process leads to the creation of math-enhanced CTE lessons that follow a seven-element pedagogic framework. Premised on five core principles, the research-based Math-in-CTE model has been shown to have a significant positive impact on student learning in mathematics with no loss to career and technical area content (p. 1).
This model is based on research which conducted by NRCCTE which found the following (Research Summary):
Data from focus groups, surveys, observations, and teaching reports were also collected and analyzed to determine what worked in the intervention and what did not. From analyses of multiple sources of data, these five core principles were shown to be essential to implementation of the Math-in-CTE model:
1. Develop and sustain a community of practice.
2. Begin with the CTE curriculum and not the math curriculum.
3. Understand that math is an essential workplace skill.
4. Maximize the math in the CTE curriculum.
5. Recognize that CTE teachers are teachers of math-in-CTE and not math teachers.
The results presented in this report were achieved without the need for exemplary school based leadership or cultural change within the school, as opposed to what is commonly concluded in the school reform literature. Instead, the improved math performance of the experimental students was produced by assembling teams of teachers in a single occupational area across multiple schools and by providing them with a process and a pedagogy through which they could successfully enhance the math in their own curricula (p. 2).
This project will be video based and will incorporate a variety of video formats that come from Jing and hand held types of video equipment. These videos will be embedded into PowerPoint slides and the whole presentation will be converted to video and broadcast via Teacher Tube (You Tube access is blocked in our district, but Teacher Tube is not blocked) for access throughout the school district. Because many of our career and technology teachers are scattered throughout the district, a central location for access to these will also be established on my district web page as well as my personal web page. Handouts that follow the lesson will also be provided along with optional homework and quizzes.
Determination of mastery of content will be accomplished through an end of lesson quiz provided with the video and will be determined by the instructor using the product.
To further define the multi-media project, I am creating a lesson for the Criminal Justice class on bullet trajectory using trigonometry concepts that relate to right triangles, and how these are used in crime scene analysis. I am further narrowing the audience to the students only, but allowing the format of the project to be used individually by the students or as a class resource by the instructors. The developmental phase of the project includes Youtube video footage from a popular television series to engage the students. Other forms of media include jing video demonstrations of applying the trigonometric functions, flash animations for visual interest, and prezi as the presentation format. Prezi files are simple to create, easily download video and can be viewed as a linear presentation or as a storyboard. This application is also available in our school district. The Youtube videos will have to be ripped to be used in our school district. For all audio portions of the presentation, Audacity will be used.
EDET 793
Instructional Multimedia Project
Design Proposal
February 7, 2011
The intended audience for my instructional multimedia project includes both students and instructors at the Aiken County Career and Technology Center, with the primary focus on the students. The goal of the project is to bridge the gap between the information taught in high school math classes and the practical application of these same principles in each skill area at the career center. After using my multimedia project, students should be able to: 1. match the goal of career curriculum standards with state high school math standards, 2. work mathematics problems side by side with similar career cluster problems, 3. match specific mathematics vocabulary with career vocabulary.
The need for this multimedia project comes from the National Research Center for Career and Technical Education’s Math-in-CTE Model which is illustrated as follows (NRCCTE):
The Math-in-CTE model is a curriculum integration model designed to enhance mathematics that is embedded in career and technical education (CTE) content. It is a process that provides the opportunity for math and CTE teacher teams to work together in communities of practice and to identify where math intersects with CTE concepts and applications. This process leads to the creation of math-enhanced CTE lessons that follow a seven-element pedagogic framework. Premised on five core principles, the research-based Math-in-CTE model has been shown to have a significant positive impact on student learning in mathematics with no loss to career and technical area content (p. 1).
This model is based on research which conducted by NRCCTE which found the following (Research Summary):
Data from focus groups, surveys, observations, and teaching reports were also collected and analyzed to determine what worked in the intervention and what did not. From analyses of multiple sources of data, these five core principles were shown to be essential to implementation of the Math-in-CTE model:
1. Develop and sustain a community of practice.
2. Begin with the CTE curriculum and not the math curriculum.
3. Understand that math is an essential workplace skill.
4. Maximize the math in the CTE curriculum.
5. Recognize that CTE teachers are teachers of math-in-CTE and not math teachers.
The results presented in this report were achieved without the need for exemplary school based leadership or cultural change within the school, as opposed to what is commonly concluded in the school reform literature. Instead, the improved math performance of the experimental students was produced by assembling teams of teachers in a single occupational area across multiple schools and by providing them with a process and a pedagogy through which they could successfully enhance the math in their own curricula (p. 2).
This project will be video based and will incorporate a variety of video formats that come from Jing and hand held types of video equipment. These videos will be embedded into PowerPoint slides and the whole presentation will be converted to video and broadcast via Teacher Tube (You Tube access is blocked in our district, but Teacher Tube is not blocked) for access throughout the school district. Because many of our career and technology teachers are scattered throughout the district, a central location for access to these will also be established on my district web page as well as my personal web page. Handouts that follow the lesson will also be provided along with optional homework and quizzes.
Determination of mastery of content will be accomplished through an end of lesson quiz provided with the video and will be determined by the instructor using the product.
References
National Research Center for Career and Technical Education. Math-in-CTE. Retrieved form http://136.165.122.102/mambo/content/view/43/56/
National Research Center for Career and Technical Education. Research Summary. Retrieved form http://136.165.122.102/UserFiles/File/Math-in-CTE/Math-in-CTEResearchSummary.pdf
Revised Proposal
To further define the multi-media project, I am creating a lesson for the Criminal Justice class on bullet trajectory using trigonometry concepts that relate to right triangles, and how these are used in crime scene analysis. I am further narrowing the audience to the students only, but allowing the format of the project to be used individually by the students or as a class resource by the instructors. The developmental phase of the project includes Youtube video footage from a popular television series to engage the students. Other forms of media include jing video demonstrations of applying the trigonometric functions, flash animations for visual interest, and prezi as the presentation format. Prezi files are simple to create, easily download video and can be viewed as a linear presentation or as a storyboard. This application is also available in our school district. The Youtube videos will have to be ripped to be used in our school district. For all audio portions of the presentation, Audacity will be used.